E2. Social Action and Leadership
Specific Expectations
E2.1
analyse how various political, legal, and cultural factors influence individual and collective social action related to Indigenous peoples, comparing the context for social action in Canada with the context in some other countries (e.g., with reference to political awareness, education, the potential for individual persecution, civil laws, community capacity, cultural acceptance, social integration)
- Consider the political factors that influence social action related to Sami in Norway, Mãori in New Zealand, and First Nations, Métis, and Inuit in Canada. How do these factors differ? How are they the same?
- How has the Canada-based Idle No More movement made an impact on Indigenous communities around the world? What factors have helped or hindered its influence?
E2.2
analyse the ways in which various international initiatives and organizations have influenced how Canadian governments perceive issues related to First Nations, Métis, and Inuit communities (e.g., with reference to the United Nations Working Group on Indigenous Populations, the United Nations Conference on Environment and Development, the International Indigenous Policy Journal, Human Rights Watch)
- How did Human Rights Watch draw attention to Canadian treatment of Indigenous women in 2013? What was the result?
- Has the 2013 investigation by a United Nations special rapporteur of the plight of Indigenous people in Canada influenced Canadian domestic Indigenous policy? What evidence can you give?
- Do you think that the World Indigenous Peoples Conference on Education has changed the way that Canadian federal and provincial governments perceive issues that First Nations, Métis, and Inuit view as vitally important? Why, or why not?
E2.3
explain the objectives, methods, and results of various initiatives by Indigenous and/or non-governmental organizations to share knowledge and influence how governments perceive issues related to Indigenous peoples in Canada and around the world (e.g., with reference to Indigenous networks that promote the rights of Indigenous peoples in Canada and abroad, partnerships with other countries to improve the quality of life of Indigenous peoples, conferences, plans of action to ensure access to clean water and food security in Indigenous communities)
- What are some ways in which international forums such as the World Indigenous Peoples Conference on Education or the World Food Summit try to mobilize collective action? What results can you identify?
- What is the objective of sharing knowledge about language preservation globally?
- How has the formation of the United Nations Permanent Forum on Indigenous Issues facilitated greater representation at the United Nations of issues affecting Indigenous communities?
- What shared perspectives and goals do Inuit Tapiriit Kanatami and the Saami Council have? How have they been able to raise awareness of issues related to northern populations?
E2.4
analyse various ways in which First Nations, Métis, and Inuit approaches with respect to knowledge and leadership have contributed and continue to contribute to global environmental protection (e.g., with reference to Indigenous knowledge concepts such as planning for generations to come and protecting the environment globally; a holistic approach to acquiring knowledge that utilizes the mental, physical, emotional, and spiritual domains; storywork in which people sit in conversation with Elders to consider solutions to issues of global concern; the concept that knowledge is inseparable from the responsibilities it brings)
- What intended and/or unintended effects has the Coast Salish Gathering policy dialogue had on traditional hunting and fishing rights, resource extraction, and other environmental issues affecting land internationally?
- What are some specific examples of Indigenous knowledge contributing to scientific understanding and political decision making with respect to ecosystem stresses?
- Why is First Nations, Métis, and Inuit connection to, and knowledge of, the land an integral aspect of global environmental protection?
- In what ways has Inuit traditional knowledge assisted in environmental studies conducted in the Arctic?